Digitalization and higher education for sustainable development in the context of the Covid-19 pandemic: A content analysis approach

  • Received October 4, 2021;
    Accepted December 1, 2021;
    Published January 11, 2022
  • Author(s)
  • DOI
    http://dx.doi.org/10.21511/ppm.20(1).2022.03
  • Article Info
    Volume 20 2022, Issue #1, pp. 27-40
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This work is licensed under a Creative Commons Attribution 4.0 International License

Higher education for sustainable development (HESD) in the Covid-19 pandemic faces different challenges. Empirically few studies to date have introduced much on the digitalization of higher education for sustainable development. This study aims to explore and explain the digitalization of HESD from different attitudes and to build linkages of the digitalization in HESD. Furthermore, the study makes content analysis where 1,200 tweets on digitalization in higher education for sustainable development are collected from Twitter, and 19 documents have further categorized information data via NVivo. In addition, 22 students and 9 instructors were invited for a semi-structured interview to further supplement this study and confirm its findings. This study finds that attitudes towards digitalization in the study area can be divided into three correlated attitude layers. Teaching attitudes and educational attitudes are the first level, and the second level is the digital platform attitude, technology use attitude, and resource attitude. Furthermore, network attitude, service attitude, and development attitude are the third level. Thus, through the analysis, this study suggests higher education institutions should make improvements in digitalized teaching, education quality via innovation, technological development, resources use, and development via creating a better digital platform or environment is essential for genuinely promoting the HESD.

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    • Figure 1. Bottom-up research samples and methods
    • Figure 2. Hierarchy of students’ attitudes towards digitalization in HESD
    • Figure 3. Coding hierarchy of students’ attitudes towards digitalization in HESD
    • Figure 4. Matrix of teachers’ attitudes towards digitalization in HESD
    • Figure 5. Coding hierarchy of teachers’ attitudes towards digitalization in HESD
    • Figure 6. Commonalities between ATD and digitalization for sustainable development
    • Figure 7. Conceptual framework of perceptions and attitudes towards digitalization in higher education for sustainable development
    • Table 1. Representative countries and contributions to HESD
    • Conceptualization
      Ruihui Pu
    • Data curation
      Ruihui Pu, Danai Tanamee
    • Formal Analysis
      Ruihui Pu, Danai Tanamee, Songyu Jiang
    • Methodology
      Ruihui Pu, Danai Tanamee, Songyu Jiang
    • Project administration
      Ruihui Pu, Danai Tanamee
    • Supervision
      Ruihui Pu, Danai Tanamee
    • Validation
      Ruihui Pu, Danai Tanamee, Songyu Jiang
    • Writing – original draft
      Ruihui Pu
    • Writing – review & editing
      Ruihui Pu, Danai Tanamee, Songyu Jiang
    • Investigation
      Danai Tanamee, Songyu Jiang
    • Visualization
      Danai Tanamee, Songyu Jiang